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Course Criteria
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3.00 Credits
Study of the techniques used in creative dramatics to develop creative imagination through original work in drama. Crosslisted with THA 276. (F)
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1.00 - 3.00 Credits
Topics and credits will be determined and approved by the School of Education.
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3.00 Credits
The child life profession, including theoretical and historical perspectives on child life; programming, job availability, trends affecting academic preparation; program requirements, field experiences, including practicums, internships and volunteer experiences; supplemental career options; interviews and presentations of program directors, child life professionals, and alumnae working in the field of child life. (S of even-numbered years)
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2.00 Credits
Begins with basic word processing, database and spreadsheet documents and moves into uses of the internet and other instructional resources and media programs for integration into the curriculum. Experience in using instructional materials and equipment, including computers, software, graphic and audiovisual materials such as iMovie and iPhoto. Emphasis is on planning lessons integrating technology. This course will have a primary emphasis on Wisconsin Teacher Standards 4 and 6. (Prerequisites: Preliminary Entry level, concurrent enrollment in ED 303 or ED 304) F/S
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3.00 Credits
The first of a two-course sequence to introduce students to key models of curriculum design, approaches to teaching, and assessment. Provides prospective teachers with important tools for designing meaningful learning opportunities based on key developments in the understanding of curriculum, learning, and the nature of literacy and will involve practice with such techniques as backward curriculum planning, cooperative learning, and the use of educational drama. Opportunity to conduct a mini-case study and curriculum design projects integrating assessment and evaluative tools for maximizing authentic student learning. This course will have a primary emphasis on Wisconsin Teacher Standards 2, 4, 7, and 8 and will involve fieldwork. (Prerequisites: Preliminary Entry Level, sophomore status, ED 201) (F/S)
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4.00 Credits
The second of a two-course sequence to further explore the meaning of curriculum design using an array of fundamental teaching and assessment tools. The aim is to build on the tools and techniques of the previous course and practice designing curriculum for differentiated learning environments, taking account of such things as the impact of readiness level and cultural or other differences in order to meet the needs of all learners in the classroom. Students will be expected to create simulated and real curriculum projects and to 'test' these at the practicum site. Course meets Wisconsin DPI conflict resolution requirement. This course will have a primary emphasis on Wisconsin Teacher Standards 3, 4, 5, and 7 and will involve practicum. (Prerequisites: Preliminary Entry level, sophomore status, ED 200, 201, 303) (F/S)
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2.00 Credits
Study and experience in human relations involving the following racial, cultural, economic, and ethnic groups: African-Americans, American Indians, Asian-Americans, Hispanic-Americans, Pacific Islander Americans, foreign-born persons of color, majority and minority low income persons, disabled persons, and persons from both sexes. The course focuses on knowledge, comprehension, and application of skills essential for living, resolving conflicts, and teaching in a pluralistic multicultural society. Practicum is required. (F/S/SS)
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3.00 Credits
Addresses the nature of learners who are members of special populations. Examines disabilities and exceptionalities through demographic and characteristic lenses, as well as incidence rates and etiology. Best practice methodologies conclude all analyses. This course will have primary emphasis on Wisconsin Teacher Standards 3, 4, and 7 and will involve fieldwork. (Prerequisites: Preliminary Entry level, sophomore standing, ED 200, 201, and 210 or 220) (F/S)
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3.00 Credits
This course will provide an historic framework for understanding the special issues that affect the teaching of students who are learning English in the mainstream classroom. Designed to nurture educational equity for English learners in the classroom and in the wider school community by addressing the theories of second language acquisition, implications for curriculum and assessment, and research in sociolinguistics relevant to mainstream teacher practices. Appropriate techniques for working with the parents/guardians and families of immigrant and refugee ELL students will also be explored. This course will have a primary emphasis on Wisconsin Teacher Standards 3, 7, and 8 and will involve fieldwork. (Prerequisites: Preliminary Entry level, sophomore standing, ED 200, 201) (F/S)
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4.00 Credits
A survey of the classification, psychological and social characteristics and education of exceptional children and youth, including learning disabilities, mental retardation, vision and hearing impairments, physical handicaps, emotional disturbance, speech and language handicaps, the gifted, and exceptional educational needs in early childhood. A 20-30 hour semester practicum is required in working with exceptional individuals. (Prerequisite: ED 210 or 220 or 230; Praxis I and admission to Teacher Education) (F/S/SS)
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